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Shifting the Paradigm of Identity in Students Who are Deaf or Hard of Hearing in General Education

Abstract

General educators will need to be aware or recognize students with hearing loss may not refer to themselves as deaf in the sense that the general public refers to being deaf by focusing on the variety of perceptions of deafness in the students the general educators may have in their classrooms and how they may help these students advocate for themselves. This manuscript provides an overview of current literature and perspectives from the disciplines of psychology, counseling, and deaf education/deafness of identity as related to hearing loss. The author presents a shifting paradigm through a theoretical model that proposes viewing identity from a different lens, particularly when applied to students with hearing loss who use spoken language and listening and who are educated in general education settings and their caregivers/parents.

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